Untangling Conceptual Clutter: A Systematic Review of Adult-Reported Self-Regulation Measurement in Children Aged 0–8 Years.
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| Title: | Untangling Conceptual Clutter: A Systematic Review of Adult-Reported Self-Regulation Measurement in Children Aged 0–8 Years. |
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| Authors: | Jiang, Yitong (AUTHOR), Zhang, Ying (AUTHOR), Brown Campbell, Kellie-Anne (AUTHOR), Zhong, Tianlong (AUTHOR), Zehner, Tracy (AUTHOR), James, Veena (AUTHOR), Devlin, Brianna (AUTHOR), Geer, Elyssa (AUTHOR), Shire, Stephanie (AUTHOR), Schmitt, Sara (AUTHOR) |
| Source: | Educational Psychology Review. Sep2025, Vol. 37 Issue 3, p1-53. 53p. |
| Abstract: | There is ongoing conceptual clutter and variability in the definitions of self-regulation, as well as challenges in developing reliable and valid observational coding scheme within the field. Observational approaches suit early childhood well by enabling raters to gather data from real-world contexts without requiring young children to complete a series of tasks and may offer greater objectivity compared to adult-reported measures. Considering adult-reported tools typically provide a comprehensive perspective on self-regulation, this systematic review aimed to identify adult-reported measures of self-regulation in early childhood, characterize the theoretical constructs underlying these tools, and analyze the observable expressions of self-regulation across measures. Through a systematic process of searching, screening, and coding relevant studies and instruments, a three-tiered classification system comprising categories, domains, and facets was established, along with a list of observable expressions. A total of 19 measures, encompassing the cognitive, emotional, and behavioral dimensions of self-regulation, were selected and reviewed based on predefined inclusion criteria. During the screening process, 138 unique self-regulation terms (original labels for self-regulation concepts taken directly from references) included in measures were identified, from which 62 codes (labels assigned by coders during the analysis) of specific processes or skills were finalized. Additionally, 25 facets (final, agreed-upon conceptual units included in the synthesized model) representing self-regulation skills were identified, along with corresponding domains, categories, and observable expressions. This review highlights the need for a unified conceptualization of self-regulation and the importance of developing a coding scheme. Limitations of the current research and implications for future studies are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | There is ongoing conceptual clutter and variability in the definitions of self-regulation, as well as challenges in developing reliable and valid observational coding scheme within the field. Observational approaches suit early childhood well by enabling raters to gather data from real-world contexts without requiring young children to complete a series of tasks and may offer greater objectivity compared to adult-reported measures. Considering adult-reported tools typically provide a comprehensive perspective on self-regulation, this systematic review aimed to identify adult-reported measures of self-regulation in early childhood, characterize the theoretical constructs underlying these tools, and analyze the observable expressions of self-regulation across measures. Through a systematic process of searching, screening, and coding relevant studies and instruments, a three-tiered classification system comprising categories, domains, and facets was established, along with a list of observable expressions. A total of 19 measures, encompassing the cognitive, emotional, and behavioral dimensions of self-regulation, were selected and reviewed based on predefined inclusion criteria. During the screening process, 138 unique self-regulation terms (original labels for self-regulation concepts taken directly from references) included in measures were identified, from which 62 codes (labels assigned by coders during the analysis) of specific processes or skills were finalized. Additionally, 25 facets (final, agreed-upon conceptual units included in the synthesized model) representing self-regulation skills were identified, along with corresponding domains, categories, and observable expressions. This review highlights the need for a unified conceptualization of self-regulation and the importance of developing a coding scheme. Limitations of the current research and implications for future studies are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1040726X |
| DOI: | 10.1007/s10648-025-10066-8 |
